Methods & Implementation
The following schema of critical thinking was used during the data analysis portion of my project. I felt that these processes best explained the aspects of critical thinking to be studied through student responses to survey questions, as well as audio taped cooperative learning groups.
It was helpful in distinguishing the different aspects of critical thinking that are often difficult to differentiate. I found this to be especially true when trying to categorize student responses into just one aspect, mostly because many of them over-lapped or had similarities.
General observations
Similarities of student responses
In the Pre-Survey Data collection component, students were given a list of 14 questions that were free responses, listed responses, and scale-based responses. This survey was given at the beginning of the year-long course, in Fall 2008, when the project began. The questions on this survey were to act as a springboard in identifying what students preconceived notions were about general problem-solving and critical thinking. The following were general observations and findings I noted after creating a matrix of the students responses and studying similarities among them:
-
Most students agree that critical thinking is important in science
-
Most students rate themselves pretty high on critical thinking scale
-
Most predict a grade similar to those that they’ve made in previous science courses
-
Most agree that this class is hard
Pre-Survey
Designed to gauge students' understanding of critical thinking
Although these are very general statements, the purpose of the pre-survey was to gauge:
-
Whether students had an idea about what problem-solving and/or critical thinking is
-
Where they rate themselves prior to completion of this advanced level chemistry course, on a critical thinking scale
-
If they felt that they had learned, used, or been challenged to think critically in other classes prior to this one.
Click here to see sample data from Pre-Survey
Data was collected throughout the course of a one-year upper level (International Baccalaureate) chemistry course. The class consisted of 10 males and 11 females, for a total of 21 students.
However, data was only collected on 18 random students in the class to serve as a focus group - (8 males and 10 females), or 86% of the total class. The students completed one or more of the three components of the data collection – pre survey, audio taping samples of group work, and post surveys.
Click here to see the Pre-Survey and Post-Survey
Critical Thinking Model
CT Processes w/ CODES
(Used for Post Surveys and Audio Tapes)
ID – Inform & Describe
Clarifying what you need to know, what you already know, & what information you have about your issue/topic
DE – Discover & Explore
Looking at issue/topic more closely, starting to be more directed & purposeful in seeking more/new information
NC – Negotiate & Cooperate
Consider different perspectives, engaging in discussion with others
TR – Test & Revise
Weighing up the evidence, testing out different ideas and alternatives
IA – Integrate & Apply
Bringing together the various ideas to consolidate and articulate new understandings
Login